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1 – 10 of over 6000Abubakar Musah, Godfred Aawaar and Eric Nkansah
This paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).
Abstract
Purpose
This paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).
Design/methodology/approach
This paper uses a two-step system generalised method of moments (GMM) to investigate the dynamic relationships among the variables using data from the World Bank covering the periods 2002–2020 for 46 SSA countries.
Findings
The results show that institutional quality moderates the effect of public education financing on educational quality at SSA’s primary, secondary and tertiary levels. This finding shows that improved institutional quality enhances the effectiveness of public educational investments.
Practical implications
The findings of this study imply that policymakers seeking to enhance educational quality must not only increase educational investments but also institute measures to improve institutional quality.
Originality/value
Prior studies fail to examine the moderating role of institutional quality in the nexus between public education financing and educational quality. This study analyses the role of institutional quality in the public education financing–educational quality nexus in SSA. The findings of this study contribute to improving the return on public education financing in SSA.
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Jubilate Rogathe Shuma, William A.L. Anangisye and Mjege Kinyota
This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct…
Abstract
Purpose
This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools.
Design/methodology/approach
This qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis.
Findings
Opportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology.
Practical implications
The study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences.
Originality/value
The opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.
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Timothy Souley and Ishmael Abubaka
This article explores the education crisis in Cameroon, focusing on the personal experiences of teachers and the strategies they employ to reduce school dropout during the…
Abstract
Purpose
This article explores the education crisis in Cameroon, focusing on the personal experiences of teachers and the strategies they employ to reduce school dropout during the transitional phase from primary to secondary education.
Design/methodology/approach
Based on a teacher training programme, 31 interviews with primary and secondary school teachers were conducted. An exploratory research design with an inductive thematic approach was used to identify themes and establish code categories. This design allowed for flexibility in investigating contextual crisis factors by eliciting interpersonal stories and exploring the dynamics of each case.
Findings
Three types of dropout prevention strategies – either standalone or mixed – are identified, depending on network, opportunity or service factors. Network-based strategies are considered the most effective and popular, as school dropout is largely influenced by students’ social backgrounds, and teachers remain key players in community life. Lies and fictional narratives, through opportunity- or service-based strategies, create dishonesty and unrealistic expectations regarding final education outcomes. Each type of strategy has significant limitations due to the highly fragmented education system in the country.
Originality/value
The article reveals that school dropout prevention in Cameroon is hampered significantly by education disorganisation. Teachers’ individual practices are insufficient to convey the actual value of education and reverse dropout decisions made after careful consideration. A national pedagogy plan is needed to ensure continuity.
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Gozde Aydin, Claire Margerison, Anthony Worsley and Alison Booth
Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary…
Abstract
Purpose
Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.
Design/methodology/approach
An online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.
Findings
The results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.
Practical implications
The findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.
Originality/value
This is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.
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Mariam Kawafha, Duaa Al Maghaireh, Najah Shawish, Andaleeb Abu Kamel, Abedelkader Al Kofahi, Heidar Sheyab and Khitam Alsaqer
This study aims to enhance understanding of malnutrition's effect on academic achievement of primary school students.
Abstract
Purpose
This study aims to enhance understanding of malnutrition's effect on academic achievement of primary school students.
Design/methodology/approach
This is a descriptive, cross-sectional design built on Roy's adaptation model (RAM). This study uses a random cluster sample, consisting of 453 primary school students. Contextual stimuli (mother's educational level, income and child’s breakfast eating) and focal stimuli (wasting, thinness, body mass index and stunting) were examined regarding adaptive responses to student’s academic achievement.
Findings
The investigation revealed that Model 1, which took into account factors of age, gender, the frequency of breakfast, income, the number of family members and the education of mothers, explained 12% (R2 = 0.12) of the variance in academic achievement. Stuntedness (β = −3.2 and p < 0.01), BMI (β = 0.94 and p < 0.001), family income per month (β = 5.60 and p < 0.001) and mother's education (β = 2.79 and p < 0.001) were the significant predictors in Model 2.
Practical implications
This study provides evidence that malnutrition is associated with ineffective academic achievement. Moreover, variables such as the mother's level of education, family income and the child’s breakfast consumption have a significant impact on academic achievements.
Originality/value
RAM is a useful framework for determining factors affecting people's reactions to difficult circumstances.
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Ronni Laursen, Sedat Gümüş and Allan David Walker
Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative…
Abstract
Purpose
Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.
Design/methodology/approach
Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.
Findings
The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.
Practical implications
The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.
Originality/value
Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.
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Elena Comino, Laura Dominici, Anna Reyneri and Anna Treves
This paper aims to investigate the relationship between academia and society focusing on how technical universities perform Third Mission (TM) to promote knowledge outside the…
Abstract
Purpose
This paper aims to investigate the relationship between academia and society focusing on how technical universities perform Third Mission (TM) to promote knowledge outside the academic environment producing multiple benefits.
Design/methodology/approach
This investigation is performed through the conceptual approach. The theoretical background of the TM is explored through scientific literature review. It analyses a selected pool of experiences focused on Environmental and Sustainable Education (ESE). The study identifies significant aspects of two specific case studies, designed and implemented by the authors.
Findings
Outcomes show opportunities and limitations in the application of ESE on behalf of technical academia. The study suggests solutions, precautions and systemic changes to promote ESE for childhood as TM activity in technical engineering academia. These recommendations can be useful for policymakers to set academic goals and plan the strategic management of teaching, research and TM.
Originality/value
The paper focuses on the role of technical engineering universities and criticalities faced by academics to foster and perform ESE. Future perspectives aim to create new opportunities to strengthen the social impact of scientific and technical research by building bridges with childhood education.
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Oghenere Salubi and Uyanda Majavu
This paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally…
Abstract
Purpose
This paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally low-resourced territories (FILTs). Literacy, being a fundamental skill, empowers individuals, enriches education and contributes to social and economic development. Nonetheless, numerous FILTs encounter substantial obstacles in granting access to quality education and fostering literacy skills among their people. As an opinion piece rooted in empirical literature, this paper serves as an introductory exploration, acknowledging that it only skims the surface of raising awareness.
Design/methodology/approach
This paper expands upon the existing body of literature concerning public libraries and the imperative for literacy programs. It purposefully addresses a range of issues that may appear contradictory in FILTs, primarily due to economic constraints. However, from the authors’ perspective, these issues actually highlight the vast potential for intervention and progress.
Findings
Numerous evident strategies can be identified to attain the goal of an enlightened and educated nation, fostering empowered individuals. One such approach involves prioritizing the promotion and support of literacy programs in public libraries. Nonetheless, there is a pressing need for heightened awareness regarding the significance of adopting a holistic perspective when addressing various interconnected issues. This includes the long-term advantages associated with an educated and literate society, particularly in FILTs.
Originality/value
The literature within the field of library and information science offers scarce publications regarding literacy support programs in libraries, despite the fact that fostering informed and literate citizens is a prominent goal in the mission and vision plans of numerous FILTs. This paper presents an exploratory perspective, aiming to raise awareness about the significance of considering diverse approaches to support and promote literacy in public libraries within FILTs. It also proposes the development of a framework as a means to facilitate this endeavor. While the context of the paper is framed for FILTs, aspects of the framework may also be useful and applicable in other well-resourced regions and libraries.
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Melanie Moen, Hai Thi Thanh Pham, Mohd Ali Samsudin and Tiew Chia Chun
The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill…
Abstract
Purpose
The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.
Design/methodology/approach
This study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.
Findings
The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.
Research limitations/implications
The study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.
Practical implications
Due to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.
Social implications
By identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.
Originality/value
The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.
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This article tackles the intersection of mothering and labor through the author's own experience as a feminist mother/manager from Istanbul, Turkey. It aims to revisit the first…
Abstract
Purpose
This article tackles the intersection of mothering and labor through the author's own experience as a feminist mother/manager from Istanbul, Turkey. It aims to revisit the first years of motherhood, exploring the struggle to invent a peculiar maternal subjectivity in opposition and negotiation with the patriarchal institution of motherhood, the new definition of maternal labor in a highly digital, neoliberal context and the issue of marital fairness in a dual-income heterosexual marriage.
Design/methodology/approach
The article presents an autoethnographic, retrospective and introspective inquiry into the first seven years of the author's mothering experience in order to offer an in-depth exploration of the various aspects of contemporary maternal labor.
Findings
The article shows how maternal labor has shifted in nature and expanded in scope in a contemporary non-Western context. It investigates the dissolution of the spatial, temporal and sensorial boundaries between the managerial labor dedicated to the workplace, and to the family. Highlighting the similarities of the two forms of labor, the article manifests the materiality, tangibility and visibility of maternal labor.
Research limitations/implications
Further intersectional studies shall be beneficial to redefine maternal labor in different contexts.
Practical implications
Departing and diverting from the terms “invisible labor” and “mental load”, the article suggests a shift in terminology to stress the multifaceted medley of managerial tasks mothers undertake today.
Originality/value
The article provides an original take on maternal labor through the first-hand experience of a middle-class, professional mother from Istanbul, Turkey.
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